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Description
The rise of Generative AI tools has significantly influenced language learning, particularly in the field of academic writing. This study investigates the academic writing challenges faced by EFL students of different academic levels and explores how they deploy GenAI tools to address these challenges. Using a qualitative comparative case study design, semi-structured interviews were conducted with eight English majors at a public university, including four freshmen and four junior students. Findings revealed that while both groups encountered similar writing difficulties such as idea generation, vocabulary use, grammar accuracy, and coherence, their deployment of GenAI tools differed. First-year students primarily relied on GenAI tools for foundational support, focusing on grammar and vocabulary enhancement, whereas third-year students adopted a more strategic and critical use, utilizing AI to refine arguments, structure ideas, and enhance academic tone. These insights suggest the need for AI-based instructional strategies that tailor to individual learners’ needs and promote critical engagement with GenAI tools to foster responsible and effective GenAI integration in EFL writing instruction.
